(805) 641-5496 - 316 Howard St, Ventura CA

TWI Program

      

Two-Way Immersion (TWI) Programs

Two-way immersion programs are growing in popularity in the United States. Research shows that immersion education is the best model for attaining academic success while teaching a second language to both English speakers and English learners. Will Rogers began its TWI program in the Fall of 2009 with four kindergarten classes, with the program growing a grade level each year. At the beginning of this 2014-2015 school year the TWI program is officially K-5, school-wide!

The Goals of TWI  

  • Bilingualism: High levels of proficiency in English and Spanish
  • Biliteracy: High levels of academic proficiency in English and Spanish
  • Multicultural Competency: Understanding of different cultures and development of high self esteem
  • Community Participation: High levels of home school collaboration and support of all students


Program Design and Evaluation

Will Rogers Two-Way Immersion model is a 50/50 Successive Instructional Program. The enrollment of each class includes English-speaking and Spanish-speaking students. In this model, students learn to read first in the language they speak at home. Formal second language reading instruction begins in second grade. Each day all students receive 50% of their instruction in English and 50% in Spanish. Evaluation of student progress includes regular district assessment plus assessments of Spanish language skills.

Home/School Collaboration

Parent participation is an integral part of the Two-Way Immersion Program. There are many opportunities for home/school collaboration. These include:

Parent Meetings: Meetings are held every trimester to keep parents informed about classroom activities and to give parents ideas about how to support their student's academic progress and language acquisition.

Parents and staff participate in ongoing Will Rogers involvement activities such as the Parent Teacher Association (PTA), English Learner Advisory Committee (ELAC), School Site Council (SSC) and Two-Way Immersion parent meetings. As part of our partnership we encourage classroom volunteer opportunities, family literacy nights, field trips, book exchanges, school work projects, trimester conferences and other volunteer activities.


 Phasing out 50:50 Model for 2018-2019 

Second Language Development

Amount of Spanish Instruction

Amount of English Instruction

Kindergarten students build listening skills, early responses and vocabulary in their second language.

50%

(Exception: Reading Language Arts in primary language only)

50%

(Exception: Reading Language Arts in primary language only)

First Grade students begin to express themselves in the second language.

50%

(Exception: Reading Language Arts in primary language only)

50%

(Exception: Reading Language Arts in primary language only)

Second Grade students begin formal second language reading language arts for the first time. Students begin to converse in second language

50%

50%

Third Grade students continue with oral language skill development through academic instruction and demonstrate literacy skills in two languages.

50%

50%

Fourth Grade students move towards proficiency and continue language development through academic instruction in English and Spanish

50%

50%

Fifth Grade students demonstrate oral language, literacy skills, and academic proficiency in both English and Spanish

50%

50%
 Phasing in 90:10 DLE Model for 2018-2019 School Year 
 

The 90:10 Dual Language Education Program is designed to provide a strong beginning for all students. Classes are composed of a balance of English speakers and English Learners. While learning the same curriculum as mainstream classes (language arts, math, science, social studies, art, etc.) students are taught primarily in Spanish during grades K-4 with a gradual increase in English instructional time until a 50:50 balance is obtained at 5th grade. Middle school and high school students receive half of their core instruction in Spanish each day.

Below is a chart depicting the amount of instructional time in English and Spanish in the VUSD 90:10 program model:

Language Use for Instruction in 90:10 DLE Model

Grade Level & Language Learning Expectations

Spanish

English

Kindergarten- Listening skills and beginning responses in student's second language

90%

10%

First Grade - Students begin to express themselves in second language

90%

10%

Second Grade- Students express themselves in second language

80%

20%

Third Grade- Students continue with oral language skill development and demonstrate literacy skills in two languages

70%

30%

Fourth Grade - Students participate in academic instruction in both English and Spanish

60%

40%

Fifth Grade- Students demonstrate oral language literacy skills and academic proficiencies both English and Spanish

50%

50%